Mantle Winter School

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with Tim Taylor and Viv Aitkin
- introduction of (at least) 4 tools.

Reading - Levels of Engagement

Day 1 - we were presented with an image of a Year 2 class.  The teacher is off to the side in role as Florence Nightingale visiting the hospital at Scutari during the Crimean War for the first time.  Some students are lying on desks with class members around them  in role of doctors and nurses - all appear fully committed.  This image was taken 2 hours in to a lesson sequence
The task: what was going on when FN came into that space?
What do they need to know to do that?
Looking backwards from the photo - back mapping/planning - what were the steps in?  What would students need to have ?  How will we shift them to the 1860s? Inductive process.  Invitation.  What will need to happen in our class to make this a meaningful experience?  We want students to learn what it was like to be in a place like Scutari and what kind of a difference did someone like FN make?
(This is situated UK context.  Discussion around the cringe some felt by the children lying on desks and that all approx 12 students in image were were white.  Also UK have a prescriptive syllabus so you will know that in all Y2 classes this historical context will be taught)

Tools in image below are different ways of starting and extending.  A range of sequencing steps. 

Tim Taylor and Brian Edmiston
Preparation - teachers need to carefully prepare teaching scripts, at least first 2-3 paragraphs [teacher generated text].  Language needs to be right.  Invitational, inclusive, generative.  "I found this...I don't know what you'll think about this..." Small space - small start. 

e.g. first task - resource: found poem.  Learning dropping out of this - unpacking language, vocab etc.  task - might have been for children to present parts of poem in freeze frame (strategy 6?). What convention will they use - T won't use term 'freeze frame', rather children might be a painting.  Keep true to the conventions, i.e. if it's a painting then it's presented and it's a painting - we can't go and tap someone on the photo and get them to speak their thoughts - because they're in a painting and paintings don't talk.  If you want talking - use another convention like film, picture and caption...

Day 2 - 


Asides:
Scalability of Mantle in NZ
  • Viv shared Dramatic Inquiry visual 
  • Schools committed to Mantle and accessing centrally funded professional learning.
  • Viv committed to Mantle, this is her love.  
  • connecting and collaborating with other teachers - strengthen our network.  
  • 'what does Mantle look like in NZ?'
  • teachers overseas (Iceland) are doing a decent job of teaching Mantle  - they learned from Tim's book and site.
  • digital technology - how can we use to support Mantle teaching, hangouts.  several schools  using Seesaw.  Connect for AIR.  
Further investigation:
Bruner - symbolic representation, 'three kinds of edging in and focussing'
Mountain Rescue - Tim Taylor and Brian Edmiston
Dialogic Dramatic Inquiry - Brian Edmiston
Questions, questions, questions - in Tim Taylor book

* Heathcote's five powerful questions:
1. Who are you?
2. What are you doing?
3. What are you thinking? (Not the same as what are you saying?)
4. Who taught you this?
5. What should life be for one such as you?
- use frame of 6 elements lightness/darkness, movement/stillness, sound/silence to teach writing
Motivation - get kids motivated to write..describe..show not tell





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